Self-Marking Quizzes Using Google Forms

I posted about this on Twitter and someone asked me how to do it so I figured I might as well write it up as a step-by-step rather than try to explain over Twitter…


I first saw this as it was advertised as a new feature within Google Classroom. Our school uses Google Classroom to set homework and communicate with pupils so all of our classes are automatically imported through SIMS. As well as this, parent/carer emails are also automatically imported too which means they get an email whenever homework is set which is great for improving communication between home and school.

This step-by-step is to create a self-marking quiz via. Google Classroom. By using Google Classroom, the marks are automatically imported to a spreadsheet which allows you to then identify students who may need intervention. If you do not use Google Classroom in your school, you can still make a Google Form into a quiz by toggling the settings as seen below:

Settings Option

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You can also toggle various options such as releasing marks and what the student can see.

The step-by-step guide below is to use through Google Classroom:

Step One: Create an Assignment

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Go to the ‘classwork’ tab at the top and then create. Select ‘quiz assignment’ which will automatically set up a Google Form as a quiz.

Step Two: Open your Quiz

Make sure you click on the ‘blank quiz’ that appears in the post. You then need to click on the ‘pencil’ icon in the top right hand corner in order to create your quiz.

Step Three: Design your Questions

Screenshot 2018-12-16 at 13.55.19.pngGoogle Forms allows you to select many different types of questions and answers. If you want students to give a free text answer then you can still mark these so don’t worry – it will not record the numerical mark but it will still provide feedback for the student.

Step Four: Assign the Correct Answers & Point Value

Screenshot 2018-12-16 at 13.58.21.pngAfter you have written your question and given some answers, you need to select the answer key option at the bottom.

Note: you can also toggle whether the question is ‘required’ or not – this means students will have to answer it before submitting.

Screenshot 2018-12-16 at 14.00.17Select the correct answers and then you can also give a point value in the top right hand corner.

I really like the ‘add answer feedback’ option as well which allows you to generate a message depending on whether the student answered the question correctly or not. This can be used to then identify students that need intervention or where the gaps in their knowledge are.

If you are going to ask students to provide a free text answer then you can also provide some indicative content for them to check through for their answers.

Step Five: Preview your Quiz

Once you have written all of your questions, provided the answers (and ticked the correct ones!) then you should preview the quiz. This allows you to see any errors or things you have missed.

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Step Six: Toggle Grade Importing & Post to Students

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Make sure that ‘grade importing’ is toggled on before you post to students as this allows you to ensure the data is collected and assigned to that specific student.

Step Seven: Look at your Marks

Once you have then collected responses from students, you can analyse the data quickly and easily. I did the quiz as a ‘student’ and purposefully got 0 points to check the feedback was working (I promise it was on purpose!)

Screenshot 2018-12-16 at 14.07.17This will then give you an overview of the average mark as well as a table to show you the distribution of marks. It will also then highlight any frequent missed questions from students.


I think that should just about cover it. Google for Education allows you to play around with lots of different options so there are loads of different ways to customise your quizzes and content shared with students.

I hope this was useful for some of you! If you have any other tips or ways of creating content similar to this then please share them either in the comments below or via Twitter.


The Long Awaited Power & Conflict SoW

Phew…this one felt like a slog at times but it’s done! 19 lessons, fully resourced with homework added in as well as revision/consolidation resources. Other than saving me a lot of time over the course of the first term, I hope it saves you guys some time as well. I’ve put together a quick commentary of the lessons to clarify any points.

Quick Notes

  • I developed this with my own classes in mind – a lower set with target grades ranging from 3-5.
  • All of the PowerPoints are in Kristen ITC so if you don’t have this font installed, it may be formatted slightly differently.
  • The unit is integrated with some Paper 2, Question 5 language skills as well.
  • I haven’t fully annotated any of the poems as I will be using a visualiser for that but the PowerPoints have key things to look at/analyse as well as some activities.
  • Consolidation homework to be completed after every poem (WPCSLIP)

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Lesson 1: Welcome

A general overview of the SoW and expectations. A lesson to get the pupils sorted with books etc.

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Lesson 2: Ozymandias

Beginning to understand the poem and eventually leading to a short paragraph analysing the language/structure of the poem.

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Lesson 3: HOW to write a response

Mostly a skills lesson with a checklist for writing to support. Self-assessment at the end by colour coding their responses.

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Lesson 4: Charge of the Light Brigade

Moving towards developing analysis of features & consolidation with a CLOZE paragraph.

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Lesson 5: Storm on the Island

A focus on the contextual factors of the poem and writing a response against the AQA mark scheme. Self-assessment/peer-assessment opportunities.

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Lesson 6: My Last Duchess

Using statements about power & gathering evidence from the poem – language skill. Analysing the key lines of the poem – emphasis on language/structural features used.


Lesson 7: London

Lots of contextual information on this one – designed to be a carousel activity. Slides can be printed off on A3 for ease. Students then focus on the language features used and analysing the effect this may have. CLOZE paragraph to consolidate. This can then be used to edit the CLOZE/improve it against the mark scheme.

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Lesson 8: Checking Out Me History

Top Trumps between the different historical figures; students given a statement and asked to write a speech in response using the structure strips which you can find at the end of this post.

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Lesson 9: Paper 2, Question 5 response to COMH statements

Writing their speech with extra challenge tasks. Self-assessment before being taken in for teacher assessment.

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‘Lesson’ 10: Bayonet Charge (Homework)

Structured questions to take pupils through the poem with a WPCSLIP to complete afterwards.

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Lesson 11: Review homework & creating statements

Ensuring understanding of their homework and then consolidating that understanding by creating statements which pupils find evidence for/against. Can be used as a ‘warm up’ or as an assessment piece.

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Lesson 12: The Prelude

A focus on the juxtaposition of language but also the use of plosive sounds vs. sibilance as well. A CLOZE paragraph without the word bank – pupils to begin developing their own responses. Then used as a springboard for writing a second paragraph.

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Lesson 13: Kamikaze & beginning to compare

A focus on Kamikaze & the power of nature. Using this to compare the poem to The Prelude & writing a paragraph with some scaffolding. Self/peer assessment and using this to close the feedback loop.

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Lesson 14: War Photographer with P2Q5 task

Using a P2Q5 task as a springboard into War Photographer. Focus on the issues/themes first before getting into the language. I have a polaroid camera that I also use to get the pupils to understand the ‘half-formed ghost’ line.

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Lesson 15: Poppies with comparative paragraph

Looking at the juxtaposition between domesticity and war – using this to compare War Photographer and Poppies.

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Lesson 16: Exposure

Context – carousel lesson for pupils to mindmap factors. Exploding key quotes & moving into analysis.

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Lesson 17: Remains

Linking through the idea of PTSD. Building independence – tackle it as an unseen poem with limited scaffolding.

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Lesson 18: Tissue

I’ve left lots of slides on this one from when I went through the poem with my Y10 (mid/lower ability) group last year and I added their analysis onto the slides as we went. Hopefully useful!

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Lesson 19: The Emigrée

Tackling this as an unseen poem and then reviewing as a whole class. Using this to write x2 paragraphs exploring the theme of ‘loss’ – possible to do a comparative essay on Poppies(?)


I left the remaining week in the term as a spill over/mop up week.

Extra Resources

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Revision cards with key quotations and questions to structure their analysis.

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WPCSLIP to consolidate understanding of each poem. I print these on bright pink so that they are easy to find in their books. Can easily be done as a classroom activity but I set these for homework each week.

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Structure Strips – inspired by Mr Lockyer on Twitter, I’ve developed the structure strips for Language P2Q5. So far, I’ve only done it for newspaper article and a speech but they can be edited to fit your needs!

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Poetry speed dating! I LOVE this. I did this as an end of term ‘party’ type activity. I have some small LED candle lights which I put out and got some fruit juice & cups so they could ‘break the ice’. Each pupil was given a different poem and their job was to find as many matches as they could using this sheet to help structure their conversations. It was a lot of fun and the kids really got into it!

You can download all of these resources FOR FREE from this link here.

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Power & Conflict SoW

If you would like to contribute anything then please do so!


Editable Whole Class Feedback Sheets

Something that a lot of people seem to be getting on board with to reduce workload and close the feedback loop at the same time is whole class feedback. I was asked to share my whole class feedback sheet on Twitter so I thought I’d put it on here to share far & wide with others.

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This is one that I made for my Year 9s after their end of KS3 exam. I’ve left the content in the boxes to show how I’ve used the space/boxes available.

The file is editable and FREE to download. You can do so by clicking this link here.


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